Instructional Research On Tacit Knowledge Of Information Technology In The High School

"Information technology curriculum standards (test version)" (2003) explicitly raise students' information literacy as curriculum goal of information technology education in middle schools. The goal of the curriculum, a reflection of the quality of individual and society needs, not only embodies the characteristics of information society of the time, but also is a sophisticated logo of the phased development of information technology curriculum in a certain sense. Information technology education in the middle school, load the important task of cultivating students' information literacy in the foundation stage of education. Information Literacy is one of the basic literacy of modern citizens'. In its comprehensive nature, the Information Literacy, in hidden state, is information and cultural enrichment at the individual body.The physicist and philosopher of England, Polanyi's explicit knowledge and tacit knowledge classification theory gradually get the approval and attention of the education sector, after its arrival. Tacit knowledge and explicit knowledge classification theory and education are being inextricably linked, the surface function of education is teaching, it leads students to generate explicit knowledge and tacit knowledge essentially. Comparatively speaking, tacit knowledge of the individual's is a even greater role in one's living. A growing number of scholars, experts examine education and the classroom teaching from the perspective of tacit knowledge, and make the combination of specific discipline with it increasingly.There exist in much tacit knowledge as well as a number of factors, which affect the generation of students 'tacit knowledge in the Education. This paper, on the basis of the succession of previous studies results, focus on information technology teaching in secondary school from the perspective of tacit knowledge, and analyses the components of tacit knowledge in the information technology classroom initially. After that, the paper generalizes the classroom environment factors that effect students' tacit knowledge generation, as well as factor of teachers and students in the classroom. In accordance with the characteristics of these factors, this paper consciously design teaching and learning process, that help to strengthen the transmission of tacit knowledge in practical research, and conducted a preliminary summary and evaluation. On the whole, the thesis can be divided into two major parts. The first part is the one of the theory explanation, including research background, theory of tacit knowledge, as well as the status, objectives, characteristics of information technology education in the high school. The second part is the one of the analysis and application of the theory, the part analyses the component of tacit knowledge in the classroom of information technology education in the high school, and on the basis of it, do some research work of teaching practice from multiple angles, about information technology teaching specific content - graphics image processing.